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Factors affecting the usage of learning management systems in higher education

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Abstract

This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior. The participants were 584 students and 42 teachers from various disciplines in higher education institutions in Thailand who used LMSs at different levels including discontinued users. Data were analyzed based on the technology acceptance model (TAM) using partial least squares structural equation modeling (PLS-SEM). Results indicated that perceived resource (within the information system concept), job relevance, and subjective norms were good predictors of LMS usage. Perceived resource had the most substantial influence on usage behavior, while the influence of voluntariness was found to be insignificant. The model revealed different perceptions between students and teachers with regard to LMS usage. High levels of confidence were shown due to variations in the samples, with Cronbach’s alpha values between .728 and .979.

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Data availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. Program in Learning Innovation and Technology, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

    Pongrapee Kaewsaiha & Sumalee Chanchalor

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  1. Pongrapee Kaewsaiha
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  2. Sumalee Chanchalor
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Correspondence to Pongrapee Kaewsaiha.

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This research was approved by the Institutional Review Board (IRB) of King Mongkut’s University of Technology Thonburi (https://ethics.kmutt.ac.th/irb/). The official documents are attached.

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Kaewsaiha, P., Chanchalor, S. Factors affecting the usage of learning management systems in higher education. Educ Inf Technol 26, 2919–2939 (2021). https://doi.org/10.1007/s10639-020-10374-2

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